Conceptual models for network literacy

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Abstract
Cognitive science indicates that users of any system create internal representations of it to enable them to structure knowledge. Conceptual models which include appropriate components, actions and interactions of a system provide students with a conceptual framework for accelerating learning. Such models have proved successful as pedagogical tools in other domains. The author describes a conceptual model of information retrieval within which is embedded a model of the Internet. The use of these models should help students form mature mental models so that they perceive information retrieval as a process and are able to make informed choices of when to use the Internet, and to decide on suitable search strategies for different question types.

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